Enhancing parent-child communication and parental self-esteem with a video-feedback intervention : outcomes with prelingual deaf and hard-of-hearing children

Christa Lam-Cassettari, Meghana B. Wadnerkar-Kamble, Deborah M. James

    Research output: Contribution to journalArticlepeer-review

    53 Citations (Scopus)

    Abstract

    Evidence on best practice for optimizing communication with prelingual deaf and hard-of-hearing (DHH) children is lacking. This study examined the effect of a family-focused psychosocial video intervention program on parentchild communication in the context of childhood hearing loss. Fourteen hearing parents with a prelingual DHH child (Mage= 2 years 8 months) completed three sessions of video interaction guidance intervention. Families were assessed in spontaneous free play interactions at pre and postintervention using the Emotional Availability (EA) Scales. The Rosenberg Self-esteem Scale was also used to assess parental report of self-esteem. Compared with nontreatment baselines, increases were shown in the EA subscales: parental sensitivity, parental structuring, parental nonhostility, child responsiveness, and child involvement, and in reported self-esteem at postintervention. Video-feedback enhances communication in families with prelingual DHH children and encourages more connected parent-child interaction. The results raise implications regarding the focus of early intervention strategies for prelingual DHH children.
    Original languageEnglish
    Pages (from-to)266-274
    Number of pages9
    JournalJournal of Deaf Studies and Deaf Education
    Volume20
    Issue number3
    DOIs
    Publication statusPublished - 2015

    Keywords

    • communication
    • deaf children
    • deafness

    Fingerprint

    Dive into the research topics of 'Enhancing parent-child communication and parental self-esteem with a video-feedback intervention : outcomes with prelingual deaf and hard-of-hearing children'. Together they form a unique fingerprint.

    Cite this